An Investigation into the Teachers’ Perspectives on Literature Text Selection in Secondary Level Language Classroom

Salma Ainy
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Salma Ainy: School of Social Sciences, Humanities and Languages, Bangladesh Open university, Gazipur 1705

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 604-621

Abstract: This article tries to investigate the English teacher’s perspective on text selection in the language classroom in an EFL context. Incorporating literary texts has its relevance in the language classroom. and the necessity of introducing literary texts in the language classroom is an established fact. However, the appropriateness of the texts selected for a particular class remains a crucial factor in the success of the teaching approach followed therein. The paper throws some light on the issue of text selection that keeping observance on the different parameters involved therein. The review directly relates to the necessity of reintroducing literary pieces in the classroom with the view that they help develop learners’ language efficiency and proficiency in the target language. The research, therefore, primarily aims at finding the perception of the teachers on selection criteria of texts for their target group. In order to gather data, the researcher administered a questionnaire survey among 50 teachers of English from 12 different secondary government schools. To serve the purpose, both quantitative and partly qualitative investigations were made. The data obtained is analysed and discussed to reinforce and strengthen the library research findings. The study among other possibilities shows that when learners are encouraged to explore texts themselves, the element of learner autonomy is promoted that develops a sense of responsibility in the learner towards learning and achievement. This also enhances their understanding of self-achievement, confidence, and self-reliance proving that introducing literature in the English classroom could be beneficial, lead to a positive impact on learning, and ensure equal educational opportunities for all. At the end, conclusive remarks are made along with some suggestions and recommendations that might be useful in an EFL situation particularly in the context of Bangladesh.

Date: 2024
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